1

Artifact H: Knowledge, Skills, and Competencies Analysis

Completed in SDAD 5300 Foundations of the Student Affairs Profession (Fall 2014)
ASSESSMENT KEY
Overall Competency Rating:
0= no exposure to and no experience in this competency
1= minimal exposure to but no experience in this competency
2= moderate exposure to and minimal experience in this competency
3= moderate experience in this competency
4= experience in this competency
5= much experience in this competency, basic master has been achieved
Specific Skill Rating:
(+)= highly competent
()= competent
()= area of improvement/experience needed
Evidence of Learning:
W= Work
I= Internship
C= Coursework
V= Volunteer work
O= Other

*Note: All competency descriptions are taken from the ACPA and NASPA Professional Competency Areas for Student
Affairs Practitioners (2010)

ACPA/NASPA
Competency
Area

Advising &
Helping
The Advising
and Helping
competency
area addresses
the knowledge,
skills, and
attitudes related
to providing
counseling and
advising
support,
direction,
feedback,
critique,
referral, and
guidance to
individuals and
groups.

Skill

Exhibit active listening skills (e.g.,

appropriately establishing interpersonal
contact, paraphrasing, perception
checking, summarizing, questioning,
encouraging, avoid interrupting,
clarifying).
Establish rapport with students, groups,
colleagues, and others.
Facilitate reflection to make meaning
from experience.
Understand and use appropriate
nonverbal communication.
Strategically and simultaneously pursue
multiple objectives in conversations with
students.
Facilitate problem-solving.
Facilitate individual decision making and
goal setting.
Challenge and encourage students and
colleagues effectively.
Know and use referral sources (e.g.,
other offices, outside agencies,
knowledge sources), and exhibit referral
skills in seeking expert assistance.
Identify when and with whom to
implement appropriate crisis
management and intervention responses.
Maintain an appropriate degree of
confidentiality that follows applicable
legal and licensing requirements,
facilitates the development of trusting
relationships, and recognizes when
confidentiality should be broken to

Specific
Rating

Evidence of Learning

Future
Improvemen
t&
Developmen
t

W: I have had a lot of experience

helping students prepare for high
school and college. Now through
my assistantship, I am getting
much more experience in advising
and providing immediate support,
direction, and referrals to help
make the most of their college
experience.

I will
continue to
learn
techniques
and
university
policies to
give the best
support I can
to students.

Overall Rating:
0 1 2 3 4 5

ACPA/NASPA
Competency
Area

protect the student or others.

Recognize the strengths and limitations
of ones own worldview on
communication with others (e.g., how
terminology could either liberate or
constrain others with different gender
identities, sexual orientations, abilities,
cultural backgrounds).
Actively seek out opportunities to expand
ones own knowledge and skills in
helping students with specific concerns
(e.g., suicidal students) and as well as
interfacing with specific populations
within the college student environment
(e.g., student veterans).

Skill

Differentiate among assessment,

program review, evaluation, planning,
and research and the methodologies
Assessment,
Evaluation, & appropriate to each.
Effectively articulate, interpret, and
Research
use results of AER reports and
studies, including professional
The Assessment, literature.
Evaluation, and Facilitate appropriate data collection
for system/department-wide
Research
assessment and evaluation efforts
competency
using up-to-date technology and
area (AER)
methods.
focuses on the
Assess trustworthiness and other
ability to use,
aspects of quality in qualitative
design, conduct, studies and assess the transferability

Specific
Rating

Evidence of Learning

Future
Improvemen
t&
Developmen
t

W: In my previous work, I was

required to have my students
complete a pre and post
assessment in order to determine
my impact. Staff from the research
team would analyze it and we
would discuss results and connect
to larger organizational goals.

I plan on
taking more
leadership
roles in office
assessments.

In my assistantship, my office has

reported statistics from the
previous year and connecting
them to departmental and

and critique
qualitative and
quantitative
AER analyses; to
manage
organizations
using AER
processes and
the results
obtained from
them; and to
shape the
political and
ethical climate
surrounding
AER processes
and uses on
campus.

Overall Rating:
0 1 2 3 4 5
ACPA/NASPA
Competency
Area

Equity,
Diversity, &

of these findings to current work

settings.
Assess quantitative designs and
analysis techniques, including factors
that might lead to measurement
problems, such as those relating to
sampling, validity, and reliability.
Explain the necessity to follow
institutional and divisional
procedures and policies (e.g., IRB
approval, informed consent) with
regard to ethical assessment,
evaluation, and other research
activities.
Explain to students and colleagues
the relationship of AER processes to
learning outcomes and goals.
Identify the political and educational
sensitivity of raw and partially
processed data and AER results,
handling them with appropriate
confidentiality and deference to the
organizational hierarchy.
Align program and learning outcomes
with organization goals and values.

institutional goals.
.

Skill

Identify the contributions of similar and

diverse people within and to the
institutional environment.
Integrate cultural knowledge with
specific and relevant diverse issues on

Specific
Rating

Evidence of Learning

Future
Improvemen
t&
Developmen
t

W: In my previous work, I
specifically worked with first
generation, low-income students

I will continue to
celebrate
diversity and use

Inclusion
The Equity,
Diversity, and
Inclusion (EDI)
competency
area includes
the knowledge,
skills, and
attitudes needed
to create
learning
environments
that are
enriched with
diverse views
and people. It is
also designed to
create an
institutional
ethos that
accepts and
celebrates
differences
among people,
helping to free
them of any
misconceptions
and prejudices.
Overall Rating:

campus.
Assess and address ones own awareness
of EDI, and articulate ones own
differences and similarities with others.
Demonstrate personal skills associated
with EDI by participating in activities
that challenge ones beliefs.
Facilitate dialogue effectively among
disparate audiences.
Interact with diverse individuals and
implement programs, services, and
activities that reflect an understanding
and appreciation of cultural and
human differences.
Recognize the intersectionality of diverse
identities possessed by an individual.
Recognize social systems and their
influence on people of diverse
backgrounds.
Articulate a foundational understanding
of social justice and the role of higher
education, the institution, the
department, the unit, and the
individual in furthering its goals.
Use appropriate technology to aid in
identifying individuals with diverse
backgrounds as well as assessing
progress towards successful integration
of these individuals into the campus
environment.
Design culturally relevant and inclusive
programs, services, policies, and
practices.
Demonstrate fair treatment to all
individuals and change aspects of the
environment that do not promote fair
treatment.
Analyze the interconnectedness of
societies worldwide and how these global

so I have always been mindful of

equity and have highly valued
diversity.
In my assistantship, I have seen
the huge range of students that I
can work with including first time
in college (FTIC), transfer, and
varying by race/ethnicity and work
experience.

my personal story
to make a more
inclusive
environment for
students.

0 1 2 3 4 5
ACPA/NASPA
Competency
Area

perspectives impact institutional

learning.

Skill

Articulate ones personal code of

ethics for student affairs practice,
which reflects the ethical
Ethical
statements of professional student
Professional
affairs associations and their
Practice
foundational ethical principles.
Describe the ethical statements and
The Ethical
their foundational principles of any
Professional
professional associations directly
Practice
relevant to ones working context.
competency
Explain how ones behavior
area pertains to embodies the ethical statements of
the knowledge, the profession, particularly in
skills, and
relationships with students and
attitudes needed colleagues, in the use of technology
to understand
and sustainable practices, in
and apply
professional settings and meetings,
ethical
in global relationships, and while
standards to
participating in job search
ones work.
processes.
While ethics is Identify ethical issues in the course
an integral
of ones job.
component of all Utilize institutional and professional
the competency resources to assist with ethical
areas, this
issues (e.g., consultation with more
competency
experienced supervisors and/or
area focuses
colleagues, consultation with an

Specific
Rating

Evidence of Learning

Future
Improvemen
t&
Developmen
t

W: In my past work with first

generation, low-income students, it
was crucial for me to be honest and
critical in my work. It was important
for me to show up in classrooms on
time, prepared, and consistently in
order to build their trust.

I will
maintain my
values of
integrity and
community in
my work.

In my assistantship, it is important for

me to give accurate and honest
information in order for students to
understand university policies and
procedures. It is also important for
me to be an accountable and
responsible colleague and be a team
player.

specifically on
the integration
of ethics into all
aspects of self
and professional
practice.

Overall Rating:
0 1 2 3 4 5
ACPA/NASPA
Competency
Area

History,
Philosophy, &
Values
The History,
Philosophy, and
Values
competency area
involves
knowledge, skills,
and attitudes that
connect the
history,
philosophy, and
values of the
profession to

associations Ethics Committee).

Assist students in ethical decision
making and make referrals to more
experienced professionals when
appropriate.
Demonstrate an understanding of
the role of beliefs and values in
personal integrity and professional
ethical practices.
Appropriately address institutional
actions that are not consistent with
ethical standards.
Demonstrate an ethical commitment
to just and sustainable practices.
Skill

Describe the foundational

philosophies, disciplines, and values
on which the profession is built.
Articulate the historical contexts of
institutional types and functional
areas within higher education and
student affairs.
Describe the various philosophies
that define the profession.
Demonstrate responsible campus
citizenship.
Demonstrate empathy and
compassion for student needs.
Describe the roles of both faculty and
student affairs educators in the
academy.

+
Specific
Rating

+
+

Evidence of Learning

Future
Improvemen
t&
Developmen
t

C: SDAD 5300 Foundations of the

Student Affairs Profession is slowly
introducing me to the history,
philosophy, and values of the student
affairs profession.

I will strive to
learn as much
foundational
knowledge as
I can in this
course and
make
meaning for
myself.

8
ones current
professional
practice. This
competency area
embodies the
foundations of the
profession from
which current
and future
research and
practice will
grow. The
commitment to
demonstrating
this competency
area ensures that
our present and
future practices
are informed by
an understanding
of our history,
philosophy, and
values.

Overall Rating:
0 1 2 3 4 5
ACPA/NASPA
Competency
Area

Human &

Explain the importance of service to

the academy and to student affairs
professional associations.
Articulate the principles of
professional practice.
Articulate the history of the inclusion
and exclusion of people with a variety
of identities in higher education.
Explain the role and responsibilities
of the student affairs professional
associations.
Explain the purpose and use of
publications that incorporate the
philosophy and values of the
profession.
Explain the public role and societal
benefits of student affairs and of
higher education generally.
Articulate an understanding of the
ongoing nature of history and ones
role in shaping it.
Model the principles of the profession
and communicate the expectation of
the same from colleagues and
supervisees.
Explain how the values of the
profession contribute to sustainable
practices.
Skill

Describe appropriate hiring techniques and

institutional hiring policies, procedures, and
processes.

Specific
Rating

Evidence of Learning

Future
Improvemen
t&
Developmen
t

W: In my assistantship, I am getting

I will

Organizational
Resources
The Human and
Organizational
Resources
competency area
includes
knowledge, skills,
and attitudes
used in the
selection,
supervision,
motivation, and
formal evaluation
of
staff; conflict
resolution;
management of
the politics of
organizational
discourse; and
the effective
application of
strategies and
techniques
associated with
financial
resources,
facilities
management,
fundraising,
technology use,
crisis
management, risk
management, and

Demonstrate familiarity in basic tenets of

supervision and possible application of these
supervision techniques.
Explain how job descriptions are designed
and support overall staffing patterns in ones
work setting.
Design a professional development plan in
ones current professional position that
assesses ones strengths and weaknesses in
ones current position, and establishes action
items for fostering an appropriate level of
growth.
Explain the application of introductory
motivational techniques with students, staff,
and others.
Describe the basic premises that underlie
conflict in organizational and student life and
the constructs utilized for facilitating conflict
resolution in these settings.
Effectively and appropriately use facilities
management procedures as related to
operating a facility or program in a facility.
Articulate basic accounting techniques for
budgeting, monitoring, and processing
expenditures.
Demonstrate effective stewardship and use of
resources (i.e., financial, human, material)
Use technological resources with respect to
maximizing the efficiency and effectiveness of
ones work.
Describe environmentally sensitive issues and
explain how ones work can incorporate
elements of sustainability.
Develop and disseminate agendas for
meetings.
Communicate with others using effective
verbal and nonverbal strategies appropriate
to the situation in both one-on-one and small
group settings.
Recognize how networks in organizations
play a role in how work gets done.
Understand the role alliances play in the
completion of goals and work assignments.

+
+
+

more exposure in understanding how

the supervision and operations in
higher education are so complex and
include issues such as politics and
sustainability.

continue to
be critical in
understandin
g of
successful
supervision,
selection, and
professional
development.

10
sustainable
resources.

Overall Rating:

Describe campus protocols for responding to

significant incidents and campus crises.
Explain the basic tenets of personal or
organizational risk and liability as they relate
to ones work.

0 1 2 3 4 5
ACPA/NASPA
Competency
Area

Law, Policy, &

Governance
The Law, Policy,
and Governance
competency
area includes
the knowledge,
skills, and
attitudes
relating to
policy
development
processes used
in various
contexts, the
application of
legal constructs,
and the

Skill

Explain the differences between public and

private higher education with respect to
the legal system and what they may mean
for students, faculty, and staff at both types
of institutions.
Describe the evolving legal theories that
define the studentinstitution relationship
and how they affect professional practice.
Describe how national constitutions and
laws influence the rights that students,
faculty, and staff have on public and private
college campuses.
Explain the concepts of risk management
and liability reduction strategies.
Explain when to consult with ones
immediate supervisor and campus legal
counsel about those matters that may have
legal ramifications.
Act in accordance with federal and
state/province laws and institutional
policies regarding nondiscrimination.
Describe how policy is developed in ones
department and institution, as well as the
local, state/province, and federal levels of
government.
Identify the major policy makers who
influence ones professional practice at the

Specific
Rating

Evidence of Learning

O: I have very minimal knowledge

from an undergraduate
perspective about law, policy, and
governance.

Future
Improvement
&
Development
I will seek out
more
knowledge
about law,
policy, and
governance in
relation to
student
affairs. I will

ask critical
questions
when
learning
about it as all
of these have
a huge
impact on the
student
experience.

11

understanding
of governance
structures and
their impact on
ones
professional
practice.

Overall Rating:
0 1 2 3 4 5

ACPA/NASPA
Competency
Area

Leadership
The Leadership
competency
area addresses
the knowledge,
skills, and
attitudes
required of a
leader, whether

institutional, local, state/province, and

federal levels of government.
Identify the internal and external special
interest groups that influence policy
makers at the department, institutional,
local, state/province, and federal levels.
Describe the public debates surrounding
the major policy issues in higher education,
including access, affordability,
accountability, and quality.
Describe the governance systems at ones
institution, including the governance
structures for faculty, staff, and students.
Describe the system used to govern or
coordinate ones state/province system of
higher education, including community
college, for-profit, and private higher
education.
Describe the federal and state/province
role in higher education.

Skill

Describe how ones personal values, beliefs,

histories, and perspectives inform ones view of
oneself as an effective leader.
Identify ones strengths and weaknesses as a
leader and seek opportunities to develop ones
leadership skills.
Identify various constructs of leadership and
leadership styles that include but are not limited
to symbolic, expert, relational, and inspirational.
Identify basic fundamentals of teamwork and
teambuilding in ones work setting and
communities of practice.
Describe and apply the basic principles of
community building.
Use technology to support the leadership
process (e.g., seeking feedback, sharing
decisions, posting data that support decisions,
using group-support website tools).

Specific
Rating

Evidence of Learning

Future
Improvement
&
Development

W: In my assistantship, I am
exploring my professional values
and what it takes to have an
effective team.

I will continue
pursuing
leadership
roles and
engage in
opportunities
to further
develop those
skills.

12

it be a positional
leader or a
member of the
staff, in both an
individual
capacity and
within a process
of how
individuals work
together
effectively to
envision, plan,
effect change in
organizations,
and respond to
internal and
external
constituencies
and issues.

Overall Rating:
0 1 2 3 4 5
ACPA/NASPA
Competency
Area

Personal

Understand campus cultures (e.g., academic

cultures, student cultures) and collaborative
relationships, applying that understanding to
ones work.
Articulate the vision and mission of the primary
work unit, the division, and the institution.
Explain the values and processes that lead to
organizational improvement.
Identify institutional traditions, mores, and
organizational structures (e.g., hierarchy,
networks, governing groups, nature of power,
policies, goals, agendas and resource allocation
processes) and how they influence others to act
in the organization.
Explain the advantages and disadvantages of
different types of decision-making processes
(e.g., consensus, majority vote, and decision by
authority).
Think critically and creatively, and imagine
possibilities for solutions that do not currently
exist or are not apparent.
Identify and then effectively consult with key
stakeholders and those with diverse
perspectives to make informed decisions.
Explain the impact of decisions on diverse
groups of people, other units, and sustainable
practices.
Articulate the logic used in making decisions to
all interested parties.
Exhibit informed confidence in the capacity of
ordinary people to pull together and take
practical action to transform their communities
and world.
Identify and introduce conversations on
potential issues and developing trends into
appropriate venues such as staff meetings.

Skill

Identify key elements of ones set of

personal beliefs and commitments
(e.g., values, morals, goals, desires,

Specific
Rating

Evidence of Learning

Future
Improvement
&
Development

W: My assistantship is

I will be

13

Foundations
The Personal
Foundations
competency
area involves
the knowledge,
skills, and
attitudes to
maintain
emotional,
physical, social,
environmental,
relational,
spiritual, and
intellectual
wellness; be
self- directed
and selfreflective;
maintain
excellence and
integrity in
work; be
comfortable
with ambiguity;
be aware of
ones own areas
of strength and
growth; have a
passion for
work; and
remain curious.

self-definitions), as well as the

source of each (e.g., self, peers,
family, or one or more larger
communities).
Identify ones primary work
responsibilities and, with
appropriate ongoing feedback, craft
a realistic, summative self-appraisal
of ones strengths and limitations.
Describe the importance of ones
professional and personal life to
self, and recognize the intersection
of each.
Articulate awareness and
understanding of ones attitudes,
values, beliefs, assumptions, biases,
and identity as it impacts ones
work with others; and take
responsibility to develop personal
cultural skills by participating in
activities that challenge ones
beliefs.
Recognize and articulate healthy
habits for better living.
Articulate an understanding that
wellness is a broad concept
comprised of emotional, physical,
social, environmental, relational,
spiritual, and intellectual elements.
Identify and describe personal and
professional responsibilities
inherent to excellence.
Articulate meaningful goals for
ones work.

+
+

+
+

challenging me to establish and

enhance my professional identity.
I am slowly learning what it
means to work in ambiguity and
am solidifying my passions for
impacting student success. I
know that I need to do more
reflection on understanding my
strengths and areas of growth.

guided my
personal
values and
reflect and
engage in
conversations
with
colleagues to
build on my
foundation.

14

Overall Rating:
0 1 2 3 4 5

ACPA/NASPA
Competency
Area

Identify positive and negative

impacts on psychological wellness
and, as appropriate, seek assistance
from available resources.
Recognize the importance of
reflection in personal and
professional development.
Skill

Articulate theories and models that

describe the development of college
students and the conditions and
Student
practices that facilitate holistic
Learning &
development.
Development
Articulate how differences of race,
ethnicity, nationality, class, gender,
The Student
age, sexual orientation, gender
Learning and
identity, disability, and religious
Development
belief can influence development
competency
during the college years.
area addresses Identify and define types of theories
the concepts
(e.g., learning, psychosocial and
and principles of identity development, cognitivestudent
structural, typological, and
development
environmental).
and learning
Identify the limitations in applying
theory. This
existing theories and models to
includes the
varying student demographic
ability to apply groups.
theory to
Articulate ones own developmental
improve and
journey and identify ones own

Specific
Rating

Evidence of Learning

Future
Improveme
nt &
Developmen
t

C: SDAD 5300 Foundations of the

Student Affairs Profession has
brought up the idea of
incorporating theory to practice
but I have not yet learned specific
student development theories to
apply to my practice.

I will learn as
much as I can
about student
development
theories in
order to
determine
facilitate
holistic
development.

15

inform student
affairs practice,
as well as
understanding
teaching and
training theory
and practice.

Overall Rating:
0 1 2 3 4 5

informal theories of student

development and learning (also
called theories-in-use) and how
they can be informed by formal
theories to enhance work with
students.
Generate ways in which various
learning theories and models can
inform training and teaching
practice.
Identify and construct learning
outcomes for both daily practice as
well as teaching and training
activities.
Assess teaching, learning, and
training and incorporate the results
into practice.